Chinese students typically outperform U.S. students on international comparisons of mathematics competency. Paradoxically, Chinese teachers receive far less education than U.S. teachers--11 to 12 years of schooling versus 16 to 18 years of schooling. Studies of U.S. teacher knowledge often document insufficient subject matter knowledge in mathematics. But, they give few examples of the knowledge teachers need to support teaching, particularly the kind of teaching demanded by recent reforms in mathematics education. ...
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Chinese students typically outperform U.S. students on international comparisons of mathematics competency. Paradoxically, Chinese teachers receive far less education than U.S. teachers--11 to 12 years of schooling versus 16 to 18 years of schooling. Studies of U.S. teacher knowledge often document insufficient subject matter knowledge in mathematics. But, they give few examples of the knowledge teachers need to support teaching, particularly the kind of teaching demanded by recent reforms in mathematics education. This book describes the nature and development of the "profound understanding of fundamental mathematics" that elementary teachers need to become accomplished mathematics teachers, and suggests why such teaching knowledge is much more common in China than the United States, despite the fact that Chinese teachers have less formal education than their U.S. counterparts. The studies described in this book suggest that Chinese teachers begin their teaching careers with a better understanding of elementary mathematics than that of most U.S. elementary teachers. Their understanding of the mathematics they teach and--equally important--of the ways that elementary mathematics can be presented to students, continues to grow throughout their professional lives. Teaching conditions in the United States, unlike those in China, militate against the development of elementary teachers' mathematical knowledge and its organization for teaching. The concluding chapter of the book suggests changes in teacher preparation, teacher support, and mathematics education research that might allow teachers in the United States to attain profound understanding of fundamental mathematics.
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Seller's Description:
This is an ex-library book and may have the usual library/used-book markings inside. This book has soft covers. Clean from markings With owner's name inside cover. In good all round condition. Please note the Image in this listing is a stock photo and may not match the covers of the actual item, 400grams, ISBN: 9780805829099.
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Seller's Description:
Good. Good condition. A copy that has been read but remains intact. May contain markings such as bookplates, stamps, limited notes and highlighting, or a few light stains. Bundled media such as CDs, DVDs, floppy disks or access codes may not be included.
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Seller's Description:
Very Good. No Jacket. Size: 8vo-over 7? "-9? " tall; Trade Paperback in Near Fine Condition. Whisper of wear to cover edges, otherwise in Fine Condition. Clean and unmarked, tight & solid volume, Internals as new. 166 pp. 9" x 6". 1999, Lawrence Erlbaum Associates, Publishers, Mahwah, New Jersey.
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Very Good. Pages Unused! Book Leaves in 1 Business Day or Less! Leaves Same Day if Received by 2 pm EST! Cover has shelf wear. Contents Unused. Very Good.
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Seller's Description:
Fine. Trade paperback (US). Glued binding. 166 p. Contains: Illustrations. Studies in Mathematical Thinking and Learning (Paperback). Audience: General/trade. No previous owner's name. Clean, tight pages. No bent corners.
